scholarly journals Improving educational environment in medical colleges through transactional analysis practice of teachers

F1000Research ◽  
2012 ◽  
Vol 1 ◽  
pp. 24 ◽  
Author(s):  
Marina Rajan ◽  
Thomas Chacko
Keyword(s):  
Medical Education ◽  
Teaching Practices ◽  
List Item ◽  
List Type ◽  
Self Awareness ◽  
Transactional Analysis ◽  
Interpersonal Processes ◽  
Medical Educators ◽  
One Year ◽  
Personal Functioning

Context: A FAIMER (Foundation for Advancement in International Medical Education and Research) fellow organized a comprehensive faculty development program to improve faculty awareness resulting in changed teaching practices and better teacher student relationships using Transactional Analysis (TA). Practicing TA tools help development of ‘awareness’ about intrapersonal and interpersonal processes.Objectives:To improve self-awareness among medical educators.To bring about self-directed change in practices among medical educators.To assess usefulness of TA tools for the same.Methods: An experienced trainer conducted a basic course (12 hours) in TA for faculty members. The PAC model of personality structure, functional fluency model of personal functioning, stroke theory on motivation, passivity and script theories of adult functional styles were taught experientially with examples from the Medical Education Scenario. Self-reported improvement in awareness and changes in practices were assessed immediately after, at three months, and one year after training.Findings: The mean improvement in self-'awareness' is 13.3% (95% C.I 9.3-17.2) among nineteen participants. This persists one year after training. Changes in practices within a year include, collecting feedback, new teaching styles and better relationship with students.Discussion and Conclusions: These findings demonstrate sustainable and measurable improvement in self-awareness by practice of TA tools. Improvement in self-'awareness' of faculty resulted in self-directed changes in teaching practices. Medical faculty has judged the TA tools effective for improving self-awareness leading to self-directed changes.

scholarly journals Medical educators’ beliefs about teaching, learning, and knowledge: development of a new framework

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Marleen W. Ottenhoff- de Jonge ◽  
Iris van der Hoeven ◽  
Neil Gesundheit ◽  
Roeland M. van der Rijst ◽  
Anneke W. M. Kramer
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Medical Schools ◽  
Structural Basis ◽  
Educational Beliefs ◽  
Beliefs About Teaching ◽  
Medical Educators ◽  
Teaching Learning ◽  
New Framework

Abstract Background The educational beliefs of medical educators influence their teaching practices. Insight into these beliefs is important for medical schools to improve the quality of education they provide students and to guide faculty development. Several studies in the field of higher education have explored the educational beliefs of educators, resulting in classifications that provide a structural basis for diverse beliefs. However, few classification studies have been conducted in the field of medical education. We propose a framework that describes faculty beliefs about teaching, learning, and knowledge which is specifically adapted to the medical education context. The proposed framework describes a matrix in which educational beliefs are organised two dimensionally into belief orientations and belief dimensions. The belief orientations range from teaching-centred to learning-centred; the belief dimensions represent qualitatively distinct aspects of beliefs, such as ‘desired learning outcomes’ and ‘students’ motivation’. Methods We conducted in-depth semi-structured interviews with 26 faculty members, all of whom were deeply involved in teaching, from two prominent medical schools. We used the original framework of Samuelowicz and Bain as a starting point for context-specific adaptation. The qualitative analysis consisted of relating relevant interview fragments to the Samuelowicz and Bain framework, while remaining open to potentially new beliefs identified during the interviews. A range of strategies were employed to ensure the quality of the results. Results We identified a new belief dimension and adapted or refined other dimensions to apply in the context of medical education. The belief orientations that have counterparts in the original Samuelowicz and Bain framework are described more precisely in the new framework. The new framework sharpens the boundary between teaching-centred and learning-centred belief orientations. Conclusions Our findings confirm the relevance of the structure of the original Samuelowicz and Bain beliefs framework. However, multiple adaptations and refinements were necessary to align the framework to the context of medical education. The refined belief dimensions and belief orientations enable a comprehensive description of the educational beliefs of medical educators. With these adaptations, the new framework provides a contemporary instrument to improve medical education and potentially assist in faculty development of medical educators.

scholarly journals The Uncertainty of COVID-19 Inducing Social Fear and Pressure on the Continuity of Rural, Community-Based Medical Education: A Thematic Analysis

Healthcare ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 223
Author(s):  
Ryuichi Ohta ◽  
Yoshinori Ryu ◽  
Chiaki Sano
Keyword(s):  
Medical Education ◽  
Direct Observation ◽  
Rural Community ◽  
Thematic Analysis ◽  
Community Based ◽  
Postgraduate Students ◽  
Medical Trainees ◽  
Rural Settings ◽  
Social Fear ◽  
Medical Educators

Rural community-based medical education (CBME) enriches undergraduate and postgraduate students’ learning but has been impacted by the coronavirus disease 2019 (COVID-19) pandemic. We identified the challenges faced by stakeholders as well as the relevant solutions to provide recommendations for sustainable CBME in community hospitals during the COVID-19 pandemic. A total of 31 pages of field and reflection notes were collated through direct observation and used for analysis. Five physicians, eight nurses, one clerk, fourteen medical trainees, and three rural citizens were interviewed between 1 April and 30 September 2020. The interviews were recorded and their contents were transcribed verbatim and analyzed using thematic analysis. Three themes emerged: uncertainty surrounding COVID-19, an overwhelming sense of social fear and pressure within and outside communities, and motivation and determination to continue providing CBME. Rural CBME was impacted by not only the fear of infection but also social fear and pressure within and outside communities. Constant assessment of the risks associated with the pandemic and the implications for CMBE is essential to ensure the sustainability of CBME in rural settings, not only for medical educators and students but also stakeholders who administrate rural CBME.

scholarly journals IAU Commission 25, and the development of early photometric systems

2018 ◽  
Vol 13 (S349) ◽  
pp. 357-373
Author(s):  
Christiaan Sterken
Keyword(s):  
List Type ◽  
Basic Principles ◽  
Half Century ◽  
Stellar Photometry ◽  
Select Group ◽  
International Astronomical ◽  
Calibration Methods ◽  
Standard Calibration ◽  
One Year ◽  
Basic Philosophy

AbstractThe International Astronomical Union was conceived in 1918, and was formed one year later in Brussels. One of the 32 initial Commissions was the Committee on Stellar Photometry that later on became IAU Commission 25 Astronomical Photometry and Polarimetry, and since 2015 Commission B6 with the same name. The initial functions to be exercised by the Committee were (a)to advise in the matter of notation, nomenclature, definitions, conventions, etc., and(b)to plan and execute investigations requiring the cooperation of several observers or institutions.The basic philosophy was that IAU Commission 25 was to be an advisory body, rather than a decision-making committee that imposes its regulations. This position was reconfirmed at the 10th IAU General Assembly in 1958.From the early days on, the Commission members engaged in the teaching of the principles of photometric measurement – either via the Commission meetings and the ensuing reports, or via external means, such as lectures and publications. The topics of instruction dealt with absorption of light in the atmosphere, the modification imposed by the character of the receiving apparatus, the unequal response of different receivers to a same stimulus, and variations in the data-recorder response from one experiment to another.From the 1930s on it was suggested that IAU Commission 25 takes responsibility in matters of standard stars, standard filters and standard calibration methods.During the first half-century since its foundation, Commission 25 was an active forum for discussions on the basic principles of astronomical photometry, including the associated problems of transformability of magnitudes and colour indices from one instrumental configuration to another. During the second half-century of its existence, the Commission has served as a sort of news agency reporting on the developments in detector engineering, filter technology and data reduction. All along the Commission members were committed to accuracy and precision, a struggle that was primarily driven by the jumps forward in performance and sensitivity of every new detector that was introduced.The development over one century shows that the Commission was continuously touching on the philosophy of precise measurement, where accurate measuring – for a select group of pioneers – was an end in itself.This presentation looks back on the opinions of key players in the photometric standardisation debate, and briefly presents two case studies that illustrate the illusionary accuracy reached over a century in determining, as Commission member Ralph Allan Sampson put it, “a detail like magnitude”.

scholarly journals Unresolved Crisis in Medical Education

1994 ◽  
Vol 2 (2) ◽  
pp. 91-94 ◽  
Author(s):  
Gilles R.G. Monif ◽  
Matthew J. Severin
Keyword(s):  
Medical Education ◽  
Critical Issue ◽  
Significant Progress ◽  
Curriculum Changes ◽  
Medical Educators ◽  
A Priority ◽  
Factual Data ◽  
Mass Accumulation

A crisis exists in medical education. Changes in methodology have diverted attention from synthesis to mass accumulation of factual data. The response to this crisis has been largely focused on a shell game involving new pathways and curriculum changes without addressing the critical issue of what constitutes education. The ultimate problem in medical education is a crisis of leadership. Until education is given a priority status and the obligations to teach on the part of medical educators and to learn on the part of students are translated into a creative policy by those who can lead, the wheels of learning will continue to spin without significant progress.

Changes in older drivers’ self-awareness of driving ability over one year

2020 ◽  
Vol 144 ◽  
pp. 105552
Author(s):  
Yu-Ting Chen ◽  
Barbara Mazer ◽  
Anita Myers ◽  
Brenda Vrkljan ◽  
Sjaan Koppel ◽  
...  
Keyword(s):  
Older Drivers ◽  
Driving Ability ◽  
Self Awareness ◽  
One Year

scholarly journals Achieving the BTC Qualification

1987 ◽  
Vol 11 (9) ◽  
pp. 305-306
Author(s):  
A. Munro ◽  
W. O. McCormick ◽  
D. W. Archibald
Keyword(s):  
Medical Education ◽  
Nova Scotia ◽  
Continuing Medical Education ◽  
Clinical Work ◽  
Department Of Health ◽  
University Department ◽  
One Year

Since 1984, Nova Scotia has had a programme to bring a small number of senior trainees in psychiatry from Britain or Ireland to undertake one year of clinical work plus continuing medical education here. This programme is sponsored by the Nova Scotia Provincial Department of Health in collaboration with the Dalhousie University Department of Psychiatry.

scholarly journals Motivators and Incentives of Pediatric Medical Educators in an Academic Hospital Setting in the United States

2019 ◽  
Vol 2 (2) ◽  
pp. 25-28
Author(s):  
Jackie C. Fuller ◽  
Mary C. Ottolini
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Hospital Setting ◽  
The United States ◽  
Clinical Teachers ◽  
Graduate Medical ◽  
Creative Commons ◽  
Quality Patient Care ◽  
Academic Teaching Hospital ◽  
Medical Educators

Graduate medical education (GME) has undergone a phenomenal transformation aimed at aligning medical education and the learning environment with educational outcomes and quality patient care. The Accreditation Council for Graduate Medical Education (ACGME) has challenged faculty to adapt novel teaching methodologies. However, there are limited studies about motivational factors that impact pediatric graduate medical educators. This article brings an insight to these motivators from the perspectives of teaching and clinical pediatric educators at an academic teaching hospital. Key words: Graduate Medical Education • GME • Pediatrics • Medical Educators • Clinical Teachers • Motivators • Incentives • Hospital • Faculty   Copyright © 2018 Fuller et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

scholarly journals Humanization through Action Research as Methodology

2016 ◽  
Author(s):  
Jeffrey Radloff ◽  
Cole Joslyn ◽  
Brenda Capobianco
Keyword(s):  
Qualitative Research ◽  
Action Research ◽  
Graduate Students ◽  
Teaching Practices ◽  
Critical Reflection ◽  
Research Study ◽  
Effective Means ◽  
Teacher Educator ◽  
Self Awareness ◽  
Action Strategies

The purpose of this action research study was to critically examine the use of action research as a mechanism to enhance graduate students’ development as emerging qualitative researchers. Although action research has been recognized as an effective means of transforming teaching practices, studies examining its use among graduate students learning to become qualitative researchers are lacking. Participants profiled in this study include two graduate students and one teacher educator. The context of the study was a graduate level course on action research where all three participants identified starting points, employed distinct action strategies, engaged in sustained, critical reflection, and developed metaphors representing their living educational theories of their practice. Results from this study indicate that each participant gained a deeper self-awareness and understanding of enacting qualitative research and furthermore, recognized action research as a powerful humanizing agent.

Using ACES Look Modification Transforms (LMTs) in VFX Environments – Part 2: Gamut Mapping

2021 ◽  
Vol 2021 (3) ◽  
pp. 108-1-108-14
Author(s):  
Eberhard Hasche ◽  
Oliver Karaschewski ◽  
Reiner Creutzburg
Keyword(s):  
Dynamic Range ◽  
List Item ◽  
Color Space ◽  
High Dynamic Range ◽  
Target Color ◽  
List Type ◽  
Color Spaces ◽  
Gamut Mapping ◽  
Scale Down ◽  
Image Production

In modern moving image production pipelines, it is unavoidable to move the footage through different color spaces. Unfortunately, these color spaces exhibit color gamuts of various sizes. The most common problem is converting the cameras’ widegamut color spaces to the smaller gamuts of the display devices (cinema projector, broadcast monitor, computer display). So it is necessary to scale down the scene-referred footage to the gamut of the display using tone mapping functions [34].In a cinema production pipeline, ACES is widely used as the predominant color system. The all-color compassing ACES AP0 primaries are defined inside the system in a general way. However, when implementing visual effects and performing a color grade, the more usable ACES AP1 primaries are in use. When recording highly saturated bright colors, color values are often outside the target color space. This results in negative color values, which are hard to address inside a color pipeline. "Users of ACES are experiencing problems with clipping of colors and the resulting artifacts (loss of texture, intensification of color fringes). This clipping occurs at two stages in the pipeline: <list list-type="simple"> <list-item>- Conversion from camera raw RGB or from the manufacturer’s encoding space into ACES AP0</list-item> <list-item>- Conversion from ACES AP0 into the working color space ACES AP1" [1]</list-item> </list>The ACES community established a Gamut Mapping Virtual Working Group (VWG) to address these problems. The group’s scope is to propose a suitable gamut mapping/compression algorithm. This algorithm should perform well with wide-gamut, high dynamic range, scene-referred content. Furthermore, it should also be robust and invertible. This paper tests the behavior of the published GamutCompressor when applied to in- and out-ofgamut imagery and provides suggestions for application implementation. The tests are executed in The Foundry’s Nuke [2].

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